Years 3-9
Measurement and Geometry
Kate Naughtin
Healesville Cluster
Timing:
40 minutes
Introduction:
7 minutes
Main Task:
25 minutes
Summary:
8 minutes
Learning Area:
Maths and
Aboriginal Culture
Year Level/s:
3-9
Topic:
Aboriginal art, storytelling and maths
Group Size:
20
Curriculum Connections – From the Australian Curriculum for maths
Yr 3 - Identify symmetry in the environment (ACMMG066)
Yr 4 - Create symmetrical patterns, pictures and shapes with and without digital technologies
(ACMMG091)
Yr 6 - Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles (ACMMG141)
Intended learning outcomes
For students to explore the mathematics in art for example symmetry, patterns, angles and shape but also use the information to solve mathematical problems.
Assessment Students will create own art work and share this art work, the observations from sharing will be the basis for assessment.
Procedure Classroom organization : Students should be placed in small groups (3-4) to discuss and complete their paintings. Conversation should be promoted.
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Engagement: Students will refer to an Aboriginal Art work that was locally produced, however the National
Gallery of Australia has similar art work that could be used for discussion.
Students were asked to describe the painting, any mathematical language that was used was recorded for students to refer to, and then the teacher prompted students with any language that students did n’t cover such as: symmetry, shapes, angles, patterns.
As the painting chosen had a variety of food and people (in symbols) students were asked to discuss what the story of the painting was. The teacher then modeled this using division and addition of the food items between people.
Learning experiences: Students are then asked to prepare their own art work, they can use Aboriginal symbology or create their own symbols or pictures for their stories. They must consider the mathematics involved. An extension of this type of task would be to give students a maths problem (2+3-1=4) and ask the students to use this problem to tell a story e.g. I went to a party with my friend Kara. When we arrived David,
Christy, James and Leroy were already there. When it came time to cut the cake Leroy’s dad had already picked him up so the cake only had to be shared between 4.
Reflection: The teacher roams around the class asking students to describe the story of their art work and the mathematical elements to their picture. This is conducted one on one. At the end of the session students can walk around and look at all of the art work. They can try to work out the mathematical story of another student’s work, or describe the artwork using mathematical language. Students who would like to share are encouraged.
Closure: The students are shown another art work and asked to think, pair and share as to the story and
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Resources therefore the maths of the new art work.
An interactive white board to access: http://nga.gov.au
or locally sort Aboriginal work – a great opportunity for bringing local Aboriginal community members into your school
Paper and pastels, or other types of drawing/painting implements
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